At the Danish municipal primary and lower secondary school ”Antvorskov School”, a development project called ”EduTechLab” has been established. EduTechLab is inspired by OECD’s project on Innovative Learning Environments, and seeks to develop all students’ talents by developing didatic through the interplay between research, practice and education. This is done from the believe that the key to developing educational practice is to interact more with the school’s surroundings – making it open to change but also a provider of change. It is the school’s claim that by developing a broad pedagogic understanding of use-relations with technology, they are enticing re-thinking of educational practice. To help them achieve this, the school has hired a consultant as project manager of the EduTechLab. The project manager has co-developed a didactic mindset model which is guiding the teachers in their efforts to plan and teach product oriented with interactive digital technologies (IDT). Together with 21 other Danish municipal primary and lower secondary schools, Antvorskov School has been chosen by the Danish government to participate in an IT demonstrational school project. The purpose is to gather knowledge about student learning and motivation with increased use of IT in the teachings. As such, Antvorskov School is studying the students’ own production and student involvement.

This report introduces a supplementary study that took place across three weeks in the beginning of 2014. The Danish government called for an evaluation of the new Danish school reform in action, thus providing a unique opportunity to test the EduTech Mindset Model and the product oriented teachings full scale. The study is guided by the principles of Design Based Research and seeks to uncover the students’ affective experiences with product oriented teaching and use these to draw implications for further design of the EduTech Mindset model. The study is conducted through an ethnographic approach that combines quantitative and qualitative methods of respectively participant observation, interviews and semantic differential questionnaires.

The findings reveal that the product oriented teachings have generally been well received by the students, who report they feel more delighted, stimulated, exercised, safe, lively and interested compared to traditional classroom teachings. As a result, the merging of the qualitative and quantitative methods reveal the implications for design that affects key aspects of product oriented teaching. The concluding implications for design are as follows:

- The short and concise form of the courses is received positively by the students, however, some topics may be too knowledge-heavy to sufficiently inspire the students.

- We need to rethink how the logbooks can provide the students with instant gratification, in order for them to immediately realise the purpose behind them. Otherwise we risk the students view them strictly as a tool for the teacher.

- The milestones may be more powerful if they are connected to a case with a real world problem. They should be concrete and concise and can preferably be adjusted in volume and scope to fit the skills of each respective group of students.

- We need to find a better way to merge individual training with product oriented teachings so that it makes sense, bears meaning and serves a purpose. Otherwise, we risk that the students experience individual training as a sort of punishment or extra-curricular activity.

- The students’ understanding of what it means to be a team needs some serious attention. They are prone to adapt a mindset of “me” and “the others” and will most likely engage in group work from their own perspective. This can make it difficult to improve inclusion. We therefore need to ensure that the students become more socially aware, perhaps by training their group working skills through courses that focus on the dynamics of group work.